Chapter 3 Case Study

1. From a social development standpoint, how might we explain Laura's preoccupation with her appearance? In particular, consider this statement by Laura: "I don't want people to think I'm a geek!" Include information from Erikson's theory and social development in general in your response.

Laura is 14 from what we read. According to Erikson she is in the Identity vs. Role confusion stage and therefore is trying to figure out who she is and who she will be. From her statement of not wanting others to think she is a geek, we see she doesn’t want to be that and therefore it is important to her to do things to make sure she is not perceived as one. Laura is also dealing with an imaginary audience. She believes that she is the center of attention and everyone is looking at her. This causes her to be self critical, making her preoccupied with her looks.

2. In suggesting that Laura join the debating class, Ms. Watkins is hoping to pique an interest in classroom subject matter by capitalizing on Laura's desire to be the center of attention. What two other strategies might the school faculty use to motivate students who seem to be more interested in social matters than in academic pursuits?
Having Laura join the debate class was a great way to try and help her conquer her role confusion. This could help Laura find a place in the world. A teacher could suggest to Laura to do something in school government. This way she could help others while being in the limelight. A teacher could also have Laura help students with special needs. This could be helping another student in the class with her or taking them to a school activity so they will have a friend there. This will help Laura feel better about herself while helping another person.

3. From the perspective of Kohlberg's theory, in which stage of moral development is Laura? Justify your response. How might Mr. Marcalescu help Laura to advance her moral reasoning?

From Laura’s response I would say that she is in stage 1, punishment-avoidence and obedience. In this stage they are just thinking about what is best for them without regard to others. Laura is trying to get rid of the pollution from cars and since she feels she doesn’t need a car or it doesn’t seem to affect her she thinks it’s ok. Even though Mr. Marcalescu tries to bring up how it may be hard for a mother or elderly people she doesn’t care much. She is just thinking about how if we get rid of gas then there will be no pollution and whatever has to happen for that to come to pass she is willing to inflict on others. Mr. Marcalescu could talk to Laura about how choices affect other people and give her situations to research to help her understanding of the world around her.

4. In what ways might a debating class contribute to students' cognitive, linguistic, social, and moral development?

A debate class helps a student cognitively by putting them through many situations which will cause them Disequilibrium which according to Piaget helps student develop better. Linguistically a debate class helps a student learn the pragmatics of speaking which according to the book is, “strategies for beginning, and ending conversations, changing the subject, telling stories, and arguing effectively.” Debating could help in the social development by guiding the students to find their identity. As they work with the other students on subjects they are debating they can learn how to work as a group and gain friendships. Lastly their moral development can grow by learning about the world around them. They will be debating about relevant topics that the student must decide whether it is right or wrong. This also helps the students to learn to empathize with others, while learning about things they will debate about.